Download the Lesson Plan

American Aloha Lesson Plan Lesson Plan: American Aloha: Hula Beyond Hawai’i Perpetuating Indigenous Cultural Traditions in Diaspora Grade Level: 10-12 Subjects: History, Social Studies, Language Arts, Multicultural Music and Dance Appreciation Estimated Time of Completion: 3 – 4 class periods, plus outside homework and/or research preparation. Teachers may wish to allow up to two weeks to obtain ancillary sound recordings or videotapes for use with this Lesson Plan. Overview: Native Hawaiians, the indigenous descendants of Hawai’i’s original settlers, have struggled to maintain their cultural traditions, particularly over the past two centuries of tremendous social transformation. The performance traditions of Hawaiian music and dance, widely recognized as iconic symbols of Hawai’i and Hawaiians, have survived varying—and even contradictory—forces, including suppression by Christians, revival by nativists, westernization by twentieth-century Hawaiians, and commodification by the tourism industry. The present fluorescence of the hula tradition owes its energy to a vibrant cultural renaissance that began in the late 1960s and early 1970s. However, because indigenous traditions (including some esoteric practices related to indigenous religious beliefs) now coexist alongside highly commodified entertainment, hula’s history has left the Hawaiian community deeply divided over issues of definition, cultural authority, and identity politics. "American Aloha" follows yet another chapter in hula’s existence, that of its practice within communities of Native Hawaiians who have moved away from Hawai’i. Through a focus on three kumu hula(master instructors)who direct three hula schools based in California, the film explores the challenges of these groups to perpetuate hula faithfully outside of Hawai’i. Each of the kumu hula articulates not only how being away from Hawai’i impacts how they teach students, but also how they must deal with attitudes coming from Hawai’i that regard their efforts as less authentic because of where they are—i.e., outside Hawai’i. Through class discussion, guided activities, and writing tasks, students will be able to learn about conducting dialogue and debate in the highly contested arena of the politics of culture. www.pbs.org/pov/ American Aloha Lesson Plan Objectives: Students will: 1. Understand how Hawai’i’s history of colonization has led to the massive decline of native Hawaiian people and cultural traditions throughout the 19th century. 2. Understand the distinction between indigenous Hawaiian people who are descendants of Hawai’i’s aboriginal settlers, and other residents of Hawai’i who are not Native Hawaiian. 3. Understand issues of cultural identity at stake for Native Hawaiians. 4. Understand issues of authority and authenticity at stake for Native Hawaiianspracticing Hawaiian cultural traditions while living away from Hawai’i. 5. Discuss the contesting stakes for Native Hawaiians in Hawai’i who assert claims to authority by virtue of being in Hawai’i, as opposed to the frustration of Native Hawaiians outside Hawai’i who resent their efforts being invalidated. 6. Explore the potentially sensitive issue of whether non-Native Hawaiians can be agents of perpetuating hula, in Hawai’i as well as outside of Hawai’i. Materials Needed 1. VCR, monitor, and videotape of the P.O.V./PBS program "American Aloha: Hula Beyond Hawai’i" 2. Computers with Internet access. 3. Library access to printed reference sources. 4. Note taking materials. 5. Optional materials for visual presentation aids. Procedures A. Introduce the film’s central thesis: "American Aloha: Hula Beyond Hawai’i"explores the challenges of three Native Hawaiian kumu hula(master instructors of hula)who reside in California, yet perpetuate hula and other indigenous Hawaiian cultural practices. For example, most Americans associate hula with grass skirts and coconut bras. For Native Hawaiians, however, the hula is a way of life, a living tradition that tells of the rich history and spirituality of Hawai'i through music, language, and dance. The present fluorescence of hula owes its energy to a vibrant cultural renaissance that began in the late 1960s and early 1970s. Yet because indigenous traditions (including some esoteric practices related to indigenous religious beliefs) now coexist alongside highly commodified entertainment, hula’s history has left the Hawaiian community divided over issues of definition, cultural authority, and identity politics. www.pbs.org/pov/ American Aloha Lesson Plan "American Aloha: Hula Beyond Hawai'i" follows yet another chapter in hula’s existence, that of its practice within communities of Native Hawaiians who have moved away from Hawai’i. Through a focus on three kumu hula who direct hula schools based in California, the film explores how these groups struggle not only to perpetuate hula, but to extend its artistic boundaries as well. The hula styles of these three groups range from very traditional repertoire to new compositions that relate contemporary concerns. "American Aloha" is a witness to the power of claiming tradition for communities creating a home away from home. If there are time constraints, the discussion and assignment activities developed below may be adapted even if only one or two of the film’s three segments are screened in class. B. Introduce Hawai’i’s history of colonization and the demise of the Native Hawaiian population and culture. HAWAII TIMELINE 2000 BP Initial settlement of Hawaiian islands by seafaring people from the south 1778 Arrival of British Captain James Cook opens the islands to contact from outside 1820 American Protestant missionaries begin converting Hawaiians to Christianity 1840s Reform of land tenure system begins to disrupt traditional patterns of residence and access to resources 1874-1891 Reign of King David Kalakaua, who encouraged a revival of hula and other indigenous traditions nearly decimated after decades of missionary-inspired censure 1893 A group of American businessmen seize control of the government 1894 A Republic of Hawai’i is declared 1898 Hawai’i is annexed to the United States 1921 U.S. Congress passes the Hawaiian Homes Act 1941 Pearl Harbor is bombed, launching the United States into World War II 1959 Hawai’i is granted statehood 1970s Vigorous renaissance of Hawaiian cultural traditions during a movement to assert ethnic identity as a positive rather than negative force 1993 President Bill Clinton issues a formal apology for the overthrow of Hawai’i’s monarchy by American businessmen C. Introduce the hula performance tradition. A hula dance is a choreographed interpretation of a poetic text, combining pictorial hand and arm gestures, and rhythmic lower-body patterns, all of which are named. The poetic text, called mele, is at the heart of hula performance; without a poetic text, there is no basis for choreographed movement interpretation. www.pbs.org/pov/ American Aloha Lesson Plan The hula tradition is far more than just dancing. In the indigenous Hawaiian culture, the hula was dedicated to Laka, goddess of hula. Religious rituals dedicated to Laka surrounded the training of dancers. The plants used on the hula altar are also the basis for the lei adornments worn by dancers during the performance. After the missionaries converted Hawaiians to Christianity in the 1820s, the rituals of hula were maintained only in secret by very few performers. The hula itself survived because its adherents maintained it underground, out of the sphere of missionary censure and suppression. In the 1870s, King David Kalakaua encouraged a revival of hula. From this revival, the transformation of hula into general entertainment coincided with the rise of tourism. A new form of song that incorporated stringed instrument accompaniment and tuneful melodies, and subsequently the adoption of English-language lyrics, eclipsed in popularity the older chanted tunes accompanied solely by indigenous percussive instruments. After Hawai’i’s annexation to the United States in 1898, Hawaiian traditions waned, as Hawai’s population pursued assimilation to a perceived American "norm." The roots-inspired revival of hula in the 1970s has brought about a coexistence of an older indigenous style of hula, now called hula kahiko, and the widely-recognized westernized style of hula now called hula ‘auana. Teachers should drill students in hearing recognition of hula kahiko and hula ‘auana. Hula Kahiko Hula ‘Auana "ancient" "modern" indigenous performance style westernized performance style tunes are chanted tunes are sung tunes are often not very melodious tunes are melodious multiple voices chant in unison multiple voices harmonize accompaniment is by indigenous percussive accompaniment is by string instruments such as instruments guitar, ‘ukulele, piano, bass, etc movement style of dance is vigorous movement style is softer, fluid, languid costuming is indigenous; may also imitate late costuming is often western apparel 19th-century photographs that show traditional skirts over western attire Recommended video examples: Sissy Ka’io’s segment: "Ka Nani o Waimea" * "Ala Pikake" – includes subtitled translation chanted by Ka’ai DeoCampo (in kitchen) onscreen * Mark Ho’omalu’s segment: "Wai’oli" – "Kuilima Hula" includes subtitled translation onscreen * Patrick Makuakane’s segment: "Kaulilua i ke * "Everytime" anu Wai’ale’ale" – includes subtitled translation onscreen * available on www.pbs.org/pov/americanaloha/ www.pbs.org/pov/ American Aloha Lesson Plan D. Understanding terminology: have

Load more